Tindal, Gerald
Havlin, Patricia
2013-10-03T23:31:33Z
2013-10-03T23:31:33Z
2013-10-03
http://hdl.handle.net/1794/13236
Writing assessments have taken two primary forms in the past two decades: direct and indirect. Irrespective of type, either form needs to be anchored to making decisions in the classroom and predicting performance on high-stakes tests, particularly in a high-stakes environment with serious consequences. In this study, 11th-grade students were given a classroom assessment in which they had 1 minute to think and 3 minutes to write. Student work was scored for correct word sequence (CWS), total words written (TWW), and correct minus incorrect word sequence (CIWS). Students were also given a high-stakes state test to determine eligibility for graduation. This study focuses on the relation between performance on the classroom assessment and the state tests, with comparisons made between the performance of students receiving special education services (SPED) and students in general education. In an age of accountability, test validity has become an increasingly complicated topic. The social consequences of assessments impact students and their educational experience.
en_US
University of Oregon
All Rights Reserved.
Correct minus Incorrect Word Sequence
Correct Word Sequence
Curriculum Based Measures
Six Traits
Total Words Written
Examining Secondary Writing: Curriculum-Based Measures and Six Traits
Electronic Thesis or Dissertation
D.Ed.
doctoral
Department of Educational Methodology, Policy, and Leadership
University of Oregon

Cerezo, Alison, 1978-
2010-05-05T00:50:25Z
2010-05-05T00:50:25Z
2009-09
http://hdl.handle.net/1794/10344
xiii, 102 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The purpose of this dissertation study was to examine the effectiveness of an intervention program specifically designed to facilitate social awareness and adjustment to college for Latino/a students enrolled in four-year universities in the Pacific Northwest. I designed an intervention program, the Latino/a Educational Equity Project (LEEP), as a multifaceted prevention intervention to increase student capacities and knowledge of: (a) the importance of building a network of individuals to support their academic endeavors, (b) political awareness of race and higher education and the importance of college retention and completion, (c) awareness of university demands and development of skills that are needed to balance home and university demands, as well as (d) comfort with and increased utilization of campus resources. As identified by the research literature, these components have been associated with both the needs of Latino/a students in higher education and with Latino/a student retention.
I utilized quasi-experimental design with between- and within-subject measurement, including assessments at pre- and three-week post-test, to evaluate the effects of the LEEP program in comparison with a no-treatment control condition. The LEEP intervention was conducted at three public universities in the Pacific Northwest. The total sample for the present study was 40 treatment participants and 41 participants in the control condition.
A repeated-measures MANCOVA was utilized to assess the effectiveness of the LEEP intervention program. Results demonstrated partial success for the LEEP intervention program. The intervention successfully improved participants' overall adjustment to college in comparison with control condition participants. However, intervention effects for LEEP participants were not statistically different from control participants on outcomes related to increased critical consciousness, collective self-esteem, or enhanced cultural congruity. Initial pre-test scores and lower statistical power than optimal (.35) for this type of study may partially explain why the intervention was not fully successful in these other areas.
A discussion of results, strengths, and limitations of the present study and implications for future intervention research and practice and provided.
Committee in charge: Benedict McWhirter, Chairperson, Counseling Psychology and Human Services;
Ellen McWhirter, Member, Counseling Psychology and Human Services;
Charles Martinez, Member, Educational Methodology, Policy, and Leadership;
Brian Klopotek, Outside Member, Anthropology
en_US
University of Oregon
University of Oregon theses, Dept. of Counseling Psychology and Human Services, Ph. D., 2009;
College students
Latino/a Educational Equity Project
Program evaluation
Curriculum development
Hispanic American studies
Higher education
Education, Higher
Latin American students
Examining the effectiveness of the "Latino/a Educational Equity Project" (LEEP): A program designed for Latino/a college students
Thesis

Burns, Darci A., 1967-
2011-09-01T18:44:31Z
2011-09-01T18:44:31Z
2011-06
http://hdl.handle.net/1794/11540
xiii, 171 p. : ill.
Although there is arguably substantial evidence in the literature on what works for students at risk of reading failure, the evidence on effective interventions for English-language learners (ELs) is rather meager. Moreover, there are limited curriculum programs and instructional materials available to support schools in the inclusion of ELs in reading-reform efforts. This study examined the efficacy of a systematic transition intervention designed to increase the early literacy achievement of Spanish-speaking ELs in transitional bilingual programs. The intervention included a set of 12 scripted transition lessons that made explicit for ELs the orthographic, lexical, and syntactic differences between Spanish and English. In addition, the lessons addressed the story content knowledge and vocabulary and academic language necessary to ensure that ELs could access the English literacy curriculum and classroom discourse. Seventy-eight first-grade ELs identified as at risk for reading difficulty were randomly assigned to receive either the transition lessons in the treatment condition or the standard school-based intervention in the control condition. Students in both conditions received 60 thirty-minute sessions of small-group instruction as a supplement to their first-grade core reading program. Instruction in both conditions was explicit and focused on the core reading components (i.e., phonemic awareness, phonics, word work, fluency, vocabulary, and comprehension). Student performance was measured on the following dimensions of early reading: (a) phonemic decoding and word reading, (b) oral reading fluency, (c) vocabulary development, and (d) comprehension. In addition, fidelity of implementation, time devoted to the different literacy components, and feasibility of implementation data were collected during and after the study. A gain-score analysis was employed in this study to compare the effect of the treatment (transition lessons) and control (standard school-based intervention) conditions on scores obtained from the pretest and posttest measures of reading achievement. The results indicated that the difference in gain scores between the treatment and control conditions was not statistically significant on any of the measures utilized in the study. Therefore, the transition intervention did not appear to be more effective than the typical school-based intervention. Findings are discussed in light of current research on improving the academic performance of ELs.
Committee in charge: Dr. Edward J. Kame‘enui, Chair;
Dr. Roland H. Good, III, Member;
Dr. Elizabeth Harn, Member;
Dr. Doris A. Baker, Member;
Dr. Robert R. Davis, Outside Member
en_US
University of Oregon
University of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2011;
Reading instruction
English as a second language
English language learners
Explicit and systematic instruction
Reading intervention
First grade (Education)
English language -- Study and teaching -- Foreign speakers
Hispanic American students
Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade
Thesis

Williams, Marilyn Anne, 1961-
2011-02-24T00:59:06Z
2011-02-24T00:59:06Z
2010-06
http://hdl.handle.net/1794/10997
xvi, 120 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Instructional use of the iPod Touch is increasing as evidenced by anecdotal reports of its efficacy as a learning tool. However, research documenting the impact of this technology has been limited. This study was based on the following research questions: (a) Does providing explicit reading comprehension strategy instruction using an iPod Touch increase students' reading comprehension outcomes based on standardized reading tests and multiple-choice probe measures when compared to a No Support comparison group? (b) Does providing different types of electronic text support increase students' reading comprehension outcomes, and if so, which type of support is most effective? (c) Does providing different levels of electronic text support influence students' attitudes toward the use of comprehension strategies as well as using an iPod Touch for this task? Participants included 155 sixth-grade students at a public middle school. Students were randomly assigned to one of three intervention groups; (a) Notational Only support (a note-taking sheet), (b) Notational + Instructional support (embedded prompts), and (c) Notational + Instructional + Translational support (audio version of the text and prompts) and received reading comprehension strategy instruction and text support using an iPod Touch. An intact No Support ( N = 61) group that did not receive instruction or text support but read the texts using an iPod Touch was used as a quasi-experimental comparison group. Two standardized reading comprehension measures were employed at pretest and posttest as well as researcher developed probe measures that were used throughout the study. An ANOVA analysis determined that no statistically significant differences existed between the groups at pretest. An ANCOVA with pretest scores as a covariate found no statistically significant differences between groups on the standardized reading comprehension measures. Because of a high level of variation among the probe measure data, including significant missing data, these results were not analyzed statistically and were reported descriptively. Students responded positively to survey questions about using the iPod Touch for summarization strategy instruction and the text supports.
Committee in Charge: Dr. Edward J. Kame'enui, Chair;
Dr. Kathleen Scalise;
Dr. Louis Moses;
Dr. Lynne Anderson-Inman
en_US
University of Oregon
University of Oregon theses, Dept. of Educational Methodology, Policy, and Leadership, Ed. D., 2010;
iPod touch (Digital music player)
Reading comprehension
Technology
Literacy
Electronic text support
Sixth grade (Education)
Middle school education
Reading instruction
Educational technology
Reading (Middle school)
Examining the efficacy of using iPod Touches to deliver reading comprehension strategy instruction and to provide electronic text support on the reading comprehension performance of sixth-grade students
Thesis

Chronister, Krista
Marsiglio, Mary
2013-10-10T23:18:11Z
2013-10-10T23:18:11Z
2013-10-10
http://hdl.handle.net/1794/13406
Recent research has postulated a correlation between childhood trauma and delinquency, but few empirical studies have examined the causal relationship between these constructs over time and, specifically, with juvenile delinquent girls. The purpose of this study, therefore, was to use an existing longitudinal data set to explore the relationship between childhood trauma experiences and the development of antisocial behavior over time.
The sample included juvenile delinquent girls (N = 166) who were part of two nationally funded research projects conducted by researchers at the Oregon Social Learning Center (OSLC) entitled OSLC Relationship Study I comparing Mutlidimensional Treatment Foster Care (MTFC) and group care. A cross-lagged model was used to examine the association between trauma and delinquency across three time points. Multiple group analyses were conducted based on the moderating effects of age, cumulative historical trauma experiences, sexual abuse and out-of-home placements.
Overall, study results showed that trauma and delinquency rates were not associated over time for the full sample. The moderating effect of age was partially supported with younger and older girls exhibiting different pathways. Implications for future research and practice are discussed.
en_US
University of Oregon
All Rights Reserved.
Antisocial behavior
Girl
Juvenile delinquent
Trauma
Examining the Link Between Trauma and Delinquency for Juvenile Delinquent Girls: A Longitudinal Study
Electronic Thesis or Dissertation
Ph.D.
doctoral
Department of Counseling Psychology and Human Services
University of Oregon

Clark, LaKisha Rhea
2012-02-22T01:34:50Z
2012-02-22T01:34:50Z
2011-09
http://hdl.handle.net/1794/11966
xi, 73 p. : ill.
Recent studies have demonstrated a clear gap between the skills that high school graduates obtain by the completion of high school and those that are necessary for success in college as well as the workforce. Demands for more rigorous preparation at the high school level have prompted some states to make changes to state standards and high school graduation requirements. This dissertation used a prediction study to examine the coursetaking patterns of high school students in science and their subsequent success in chemistry 1A at the college level. Analysis of obtained data using a two-way ANOVA was used to estimate the main effects of (a) number of semesters of science courses and (b) the type of science courses and (c) the interaction effect on college performance as indicated by the final course grade.
The results of this study indicate that the main effect of type and the main effect of number of semesters are both significant statistically. Taking more semesters of science in high school is positively associated with the final grade in first-year college chemistry. Taking higher level science coursework in high school is also positively associated with final grade. The interaction of type by number of semesters is not significant, however. Taking more semesters of higher level science coursework does not increase the likelihood of doing well in college chemistry, as there is no observable significant influence on final grade in chemistry, beyond the main effects described previously.
Committee in charge: Paul Yovanoff, Chairperson;
David Conley, Member;
Kathleen Scalise, Member;
Kenneth Doxsee, Outside Member
en_US
University of Oregon
University of Oregon theses, Dept. of Educational Methodology, Policy, and Leadership, Ph. D., 2011;
rights_reserved
Secondary education
Science education
Education and state
Education
Chemistry
College readiness
High schools -- Graduation requirements
Science -- Study and teaching (Secondary)
Graduation requirements
Education, Secondary
Examining the Relation Between High School Science Coursework and Performance in College Chemistry
Thesis

Harn, Elizabeth
Spear, Caitlin
2015-01-14T15:56:34Z
2015-01-14T15:56:34Z
2015-01-14
http://hdl.handle.net/1794/18710
The current study evaluated the implementation of evidence-based reading interventions using a multifaceted implementation measurement approach. Multilevel modeling was used to examine how three direct measures of implementation related to each other and to student academic outcomes and to examine patterns of implementation across time. Eight instructional groups were video taped weekly for nine weeks, and pre- and post-test assessments were given to 31 at-risk kindergartners from two schools using established evidence-based practices. Each implementation measure represented a different measurement approach (i.e., discrete behavioral measurement, global ratings) and focused on different aspects of implementation (e.g., structural, process, or multicomponent elements). Overall, results of this analysis indicated that (a) the implementation tools were highly correlated with each other, (b) only the multicomponent tool independently accounted for group differences, (c) together the multicomponent and process-oriented measures appear to account for additional variance in group differences, and (d) there were no significant trends in implementation across time as measured by any of the tools, however there were significant differences in trends over time between groups when using the structural measure. Implications for research and practice are discussed, including the importance of taking a multifaceted approach to measuring implementation and aligning implementation measures with program theory.
en_US
University of Oregon
All Rights Reserved.
Evidence-Based Practices
Implementation Science
Measurement
Targeted Small Group Reading Interventions
Examining the Relationship Between Implementation and Student Outcomes: The Application of an Implementation Measurement Framework
Electronic Thesis or Dissertation
Ph.D.
doctoral
Department of Special Education and Clinical Sciences
University of Oregon

Ivey-Soto, Mona C., 1979-
2009-05-19T23:40:46Z
2009-05-19T23:40:46Z
2008-12
http://hdl.handle.net/1794/9218
xvi, 200 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Early social emotional competence has been linked to school readiness, decreased challenging behaviors, and positive relationships with family and peers. Despite this compelling research, more young children are displaying increasingly challenging behaviors and poor social emotional outcomes, often linked to factors associated with poverty. An important component in addressing this issue is programmatic implementation of high quality, practitioner- and family-friendly assessment measures. It is critical that young children who may be at risk for early mental health concerns be identified early and the necessary interventions and goals be established to ensure that healthy relationships and positive behaviors result. The Social Emotional Assessment IV Measure (SEAM) is a new parent/caregiver-completed assessment measure that identifies key components necessary in assessing social emotional competence. This descriptive study closely examines the utility of the Toddler SEAM within a low income, diverse sample. The Toddler SEAM was tested with 50 diverse low-income parents/caregivers in order to establish baseline data and provide researchers with important feedback regarding the psychometric properties of SEAM. One hundred percent of study participants indicated that the SEAM is a beneficial measure and would be an important tool for themselves and other parents who want to learn more about children's social emotional development. Forty-eight participants (96%) felt that SEAM items were useful in teaching them more about their child's social emotional development. Forty-four participants (88%) felt that SEAM items were clear and easy to understand. Qualitative feedback was gathered regarding methods by which to improve SEAM items (i.e., wording, content) in order to make it more parent-friendly and comprehensive. The Toddler SEAM was also compared with the ASQ:SE, a social emotional screening tool with established reliability and validity within risk and non-risk populations. Correlations between the ASQ:SE 18-, 24-, 30- and 36-month intervals and the Toddler SEAM were all significant (p < .05). Internal consistency was high with a Cronbach's alpha level of .92, indicating that the SEAM is likely measuring the unitary construct of social emotional development.
Adviser: Jane Squires
en_US
University of Oregon
University of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2008;
Social emotional development
Toddlers
High risk
Assessment
Parent-child relationships
Social Emotional Assessment Measure
Low-income
Early childhood education
Special education
Examining the utility of a new caregiver-completed social emotional assessment, the Social Emotional Assessment Measure, with diverse low-income parent-toddler dyads
Thesis

Weisiger, Marsha
McQuilkin, Christopher
2014-10-17T16:15:54Z
2014-10-17T16:15:54Z
2014-10-17
http://hdl.handle.net/1794/18534
After the United States entered World War II, the nation began a technical assistance program and a military aid program in Paraguay as part of its Latin American foreign policy. The U.S. rooted its technical assistance program in an idealized narrative of U.S. agricultural history, in which land-grant colleges and the agricultural reforms of the New Deal had contributed to prosperity and democracy. The extension of this American Way to other countries would strengthen prosperity, encourage democratic reforms, and prevent fascist and Communist subversion. The U.S. also extended military aid to Paraguay to draw Paraguay's military away from its fascist sympathies. Over the next twelve years, policymakers debated the relationship between technical assistance and military aid, their effects on Paraguay, and their compatibility with U.S. foreign policy. Initially, U.S. policymakers saw the programs as mutually reinforcing. By the mid-1950s, however, the promise of agrarian democracy remained unfulfilled in Paraguay.
en_US
University of Oregon
All Rights Reserved.
"An Excellent Laboratory": U.S. Foreign Aid in Paraguay, 1942-1954
Electronic Thesis or Dissertation
M.A.
masters
Department of History
University of Oregon

Kim, Chang Yong, 1972-
2011-06-09T23:16:48Z
2011-06-09T23:16:48Z
2010-09
http://hdl.handle.net/1794/11226
xii, 132 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Motivated by conflicting prior evidence for exchange rate effects on foreign direct investment (FDI), the first chapter of this dissertation explores theoretical evidence of the exchange rate effect on FDI in terms of different types of FDI. Based on a simple two-country model, I demonstrate that the profit function of a horizontal FDI investor is a decreasing function of the exchange rate, while the profit function for a vertical FDI investor is an increasing function of the exchange rate. This implies that a depreciation of a host country currency depresses horizontal FDI and promotes vertical FDI. Moreover, comparing the FDI investor's intertemporal profit in a simple two-period time frame, I lay out a theoretical basis for a relation between the effects of the exchange rate and the expectations of the exchange rate effect on different types of FDI.
The second chapter of this dissertation examines the empirical evidence for the exchange rate effects on different types of FDI. Using cross-border mergers and acquisitions among 37 countries from 1985 to 2007, I measure horizontal and vertical FDI in 4 different ways, and constructing directional country pairs, I estimate the exchange rate effects on horizontal and vertical FDI by a Poisson and a negative binomial regression with fixed and random effects. The estimation results provide considerable support for the model's predictions of the first chapter.
The third chapter of this dissertation extends the first and second chapters with an analysis of the effect of exchange rate expectations on different types of FDI. I examine 4 different measures of exchange rate expectations. Using a methodology similar to that in the second chapter, the estimation results suggest that the expected exchange rate effects on horizontal and vertical FDI are not very significant. However, the expectations of the exchange rate shed more light on the exchange rate effects on different types of FDI under all of the exchange rate expectation measures. This suggests that the exchange rate is a more influential determinant of the allocation of different types of FDI than the expected exchange rate.
Committee in charge: Bruce Blonigen, Chairperson, Economics;
Jeremy Piger, Member, Economics;
Stephen Haynes, Member, Economics;
Neviana Petkova, Outside Member, Finance
en_US
University of Oregon
University of Oregon theses, Dept. of Economics, Ph. D., 2010;
FDI
Exchange rates
Horizontal FDI
Expected exchange rate
Foreign direct investment
Vertical FDI
Economics
Investments, Foreign
Foreign exchange rates
The exchange rate effects on different types of foreign direct investment
Thesis

Fridell, Mara J., 1969-
2008-05-12T18:24:02Z
2008-05-12T18:24:02Z
2007-12
http://hdl.handle.net/1794/6200
xiv, 354 p. : ill. A print copy of this title is available from the UO Libraries, under the call number: KNIGHT JV8222 .F75 2007
In both Sweden and the United States immigration has increased, and public concern over immigration, integration, and social citizenship has become heightened. Across affluent Western countries, immigration and integration concerns have been molded into a consensus on the need to instill discipline, but conflict has emerged through public discussions of where discipline is to be applied. Analyzing media content and public documents, I find that in Sweden and in Europe more broadly, as in the United States, some disciplinary political narratives suggest that immigrants themselves are deviant and should be targeted for exclusion from the social rights of citizenship; other narratives hold that immigrants can best be incorporated by using the state to facilitate the expansion of the secondary labor market. It is popularly claimed that the expansion of secondary labor markets promotes economic inclusion, which is held to be the foundation for integration. While this has proven an effective wedge among voters, I probe the validity of this neoliberal claim by reviewing the integration of previous labor immigrants in Sweden through industrial-sector jobs, and by examining immigrant economic inclusion and social citizenship in the U.S. I use comparative data on inequality and immigration within the United States and across Organization for Economic Cooperation and Development countries to assess trends in relationships driving social citizenship politics. In interviews with policy makers and integration officials and reviewing the labor union confederation literature in Sweden, I find satisfaction with the operation of the Swedish social democratic division of labor in immigrant policy-setting and integration; as well I find on the national level a lack of concern with the wider, politically-transformative implications of prominent social citizenship politics. This allows me to demonstrate how state actors and even labor institutions can be steered into facilitating neoliberal wedge politics and reforms that undermine social citizenship in favor of concentrated accumulation.
Adviser: Linda Fuller
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en_US
University of Oregon
University of Oregon theses, Dept. of Sociology, Ph. D., 2007
Immigration
Citizenship
Welfare reform
Integration
Sweden
Politics
Exclusion and immigrant incorporation: The politics of citizenship
Thesis

Crosson, Scott, 1970-
2010-06-09T21:05:39Z
2010-06-09T21:05:39Z
2000-08
http://hdl.handle.net/1794/10451
vii, 95 p. : ill. A print copy of this title is available through the UO Libraries under the call numbers: KNIGHT HB846.5 .C76 2000
By traditional economic reasoning, the production and sale of private goods is assumed to be efficient in a pure market because only the owners of privately held goods can access and enjoy them. In contrast, public goods are likely to be under supplied, because individuals can free ride on the contributions of others. Citizens can solve the free rider problem either spontaneously or through the use of coercive tools such as taxation. However, such solutions will rarely be efficient. An alternative solution, seldom studied by political scientists, is the formation of clubs. Clubs exist to provide semi-public goods to their members. If only contributing members of a club can access its product (the club good), the club should be free of the free-rider problem. Because club goods are finite and rivalrous, clubs are subject to "crowding effects"; that is, per-member benefits will decline if clubs grow too large. Clubs can minimize this crowding by limiting the size of their membership. Clubs are traditionally formulated as consumer- driven arrangements, driven solely by the wealth-maximizing preferences of their memberships and not by external concerns. In an experimental setting, this dissertation demonstrates that clubs also tolerate crowding if club membership is the sole source of some club good for otherwise excluded individuals. Club members can minimize the effects of this crowding by making multilateral promises not to overuse the club good. This means that clubs members do consider the social ramifications of the club's membership policies, and those membership policies respond to government action (specifically, the presence of other funding for excluded individuals). This has implications for both the study of clubs and the associations that resemble them: firms, coalitions, and communities.
Committee in charge: Dr. John Orbell, Chair;
Dr. Holly Arrow;
Dr. Bill Harbaugh;
Dr. Ron Mitchell
en_US
University of Oregon
University of Oregon theses, Dept. of Political Science, Ph. D., 2000;
Exclusive group
Collective action
Club theory
Social dilemmas
Political science
Public goods
Clubs
Collective behavior
Exclusive group formation as a collective action problem
Thesis

LaRoux, Charlene I., 1979-
2011-04-09T00:30:06Z
2011-04-09T00:30:06Z
2010-12
http://hdl.handle.net/1794/11063
xii, 98 p. : ill. (some col.)
The short and long term pathophysiology of traumatic brain injury (TBI) has not been fully elucidated. Individuals recently suffering a mild TBI (mTBI) or having a history of TBI frequently suffer deficits in their ability to maintain and allocate attention within and between tasks. This dissertation examines the influence of mild and chronic TBI on performance of task switching. We employed spatial and numerical task switching paradigms to assess the behavioral deficits in mTBI, and we used an internally generated switching and an externally cued switching task along with functional Magnetic Resonance Imaging (fMRI) to assess the long term deficits in executive function resulting from chronic TBI.
In the first experiment, individuals with mTBI were identified and tested within the first 48 hours of injury and then at a set interval 5, 14, and 28 days post injury. In the second investigation, individuals with chronic TBI were tested at least 12 months after their most recent injury. Healthy gender, age, and education matched controls were also tested in both studies.
This research demonstrated that mTBI subjects display deficits in switching behavior within 48 hours of injury that failed to resolve a month post-injury; however, these costs did not generalize across the switching task types. Chronic TBI subjects performed internally generated and externally cued switching paradigms with a degree of success equivalent to that of healthy controls but displayed larger amounts of activation and recruited more areas of the brain at lower levels of difficulty and did not increase recruitment in a stepwise fashion at higher levels of difficulty.
Mild TBI causes significant deficits in task switching, but there is specificity in these deficits. Chronic TBI patients performed at a level equivalent to that of controls but displayed different patterns and degree of activation. Taken together, these findings indicate that there may be a specific time frame during which task switching shows behavioral deficits, after which the subject may compensate for these deficits to produce normalized performance.
Committee in Charge: Dr. Paul van Donkelaar, Chair;
Dr. Li-Shan Chou;
Dr. Ulrich Mayr;
Dr. Marjorie Woollacott
en_US
University of Oregon
University of Oregon theses, Dept. of Human Physiology, Ph. D., 2010;
Executive function
Traumatic brain injury
Neurosciences
Physiology
Brain injury
Brain -- Pathophysiology
Executive function deficits in traumatic brain injury
Thesis

Harrison, Michelle R.
2006-07-17T21:57:25Z
2006-07-17T21:57:25Z
2006
http://hdl.handle.net/1794/3076
27 p.
This research investigated the individual differences in theory of mind (ToM) and executive functioning (EF) in preschool-age children. The relationship between parenting styles and ToM was also investigated, and specifically examined EF as a possible mediator between parenting styles and ToM. A sample of 3.5- to 5.5-year-old children (N = 25) were run through a series of EF and ToM tasks while parents filled out a Parenting Style Questionnaire. It was hypothesized that positive relationships would be found between parenting and ToM, parenting and EF, and EF and ToM. After running a correlational analysis, a significant relationship was found between ToM and Authoritative parenting styles, r = .43, p=.05. However, no significant relations were found between EF and parenting or EF and ToM. Future studies should use broader, more diverse populations to capture a more representative sample, as well as include supplementary tasks to further investigate EF skills. Limitations are also discussed.
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University of Oregon
Executive Function, Parenting Style, and Theory of Mind
Thesis

Kulongoski, Ted, 1940-
2006-02-22T22:31:59Z
2006-02-22T22:31:59Z
2003-06-17
http://hdl.handle.net/1794/2353
3 p.
This executive order is intended to support and drive the goals of the Oregon Sustainability Act (Act) adopted by the Legislature in 2001. Using the powers vested in the Oregon Sustainability Board under the Act, this Order directs the Board and state employees to move us closer to a more “sustainable” state.
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en_US
State of Oregon
Executive Order No. EO 03-03: a sustainable Oregon for the 21st Century
Other

Climate Leadership Initiative
Barr, Brian R.
Koopman, Marni E.
Williams, Cindy Deacon
Doppelt, Bob
Hamilton, Roger
Vynne, Stacy, 1979-
2010-09-15T00:54:22Z
2010-09-15T00:54:22Z
2010-01
http://hdl.handle.net/1794/10720
3 p.
The Klamath Basin of southern Oregon and northern California is rich in history, culture, and
natural resources. This report explores how the local communities and natural resources of the
Klamath Basin are expected to be affected by climate change and identifies approaches to
preparing for such changes. Many impacts from climate change are already becoming apparent,
such as an increasing average global temperature, rising sea levels, earlier snow melt, loss of
snow pack, and changing precipitation patterns and storm frequency. Without severe cuts in
greenhouse gas emissions, these impacts and others will continue to accelerate and negatively
affect local communities and natural resources. While efforts to reduce emissions of
greenhouse gases are essential to prevent the most severe impacts, we must also take
proactive steps to prepare for the impacts of climate change already inevitable due to
emissions that have previously been released. This report is the result of a collaborative effort. The USDA Forest Service Pacific Northwest
Research Station developed projections for the potential future climate of the Klamath Basin.
The University of Oregon’s Climate Leadership Initiative and the National Center for
Conservation Science & Policy presented these projections to local leaders and experts in the
Klamath Basin through a series of workshops. Leaders and experts used these climate
projections to identify likely changes to natural (aquatic and terrestrial species and habitats),
built (infrastructure), economic (agriculture, forestry, business, etc), human (health, educators,
and emergency services), and tribal (resources of cultural and indigenous community
importance) systems. The leaders and experts then developed recommended strategies and
actions to prepare communities and natural resources for those changes.
en_US
Executive Summary: Preparing for Climate Change in the Klamath Basin of Southern Oregon and Northern California
Article

(Center for Watershed and Community Health, Mark O. Hatfield School of Government, Portland State University, 2000)

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2006-02-22T22:35:47Z
2006-02-22T22:35:47Z
2000
http://hdl.handle.net/1794/2355
4 p.
The statewide use of “green” building practices in commercial and residential development could lower energy, water and construction related clean-up costs in Oregon and Washington by more than $90 million per year while providing a direct benefit to salmon habitat and the environment by reducing construction impact on streams and watersheds. Commercial tenants of “green” buildings pay up to 35% less for lighting, heating and cooling, water and sewer fees. Widespread adoption of electricity conservation practices in Oregon and Washington can save hundreds of megawatts of power - generated in this region largely by hydroelectric dams that can have a harmful impact on salmon - and save residential and commercial consumers more than $70 million dollars each year. Simple water conservation measures adopted throughout Oregon and Washington would reduce water consumption by nearly 15 billion gallons each year – enough for 114,000 average families of four for a year – and save consumers $12 million annually on their water bills. Construction sites generate nearly 60,000 pounds of sediment per acre per year. This sediment is a major culprit in clogged streams and damaged salmon habitat, raises the risk of flood damage, and increases filtration costs for water users. Instituting erosion control measures on the 15,500 acres used for construction sites in Washington would save taxpayers nearly $2 million annually. Urban landscaping uses more than a million pounds of pesticides in the Willamette Valley alone – that’s more than three times agricultural use and costs about $760,000. These pesticides runoff with rainfall, polluting streams. Reducing urban pesticide usage to agricultural levels throughout the region would save nearly $1 million in Washington and $780,000 in Oregon. Green building practices can reduce the amount of impervious surfaces (i.e., pavement), that speed rainfall runoff, increasing floods and carrying pollutants into streams by 50 percent. In addition, green buildings use less wood, reducing demand for lumber that may be necessary for intact forest ecosystems and valuable shading of salmon streams.
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application/pdf
en_US
Center for Watershed and Community Health, Mark O. Hatfield School of Government, Portland State University
Executive summary: “Towards a Sustainable Oregon”
Other

Gracon, David D., 1976-
2011-05-06T23:52:19Z
2011-05-06T23:52:19Z
2010-09
http://hdl.handle.net/1794/11155
xvi, 436 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This study examined the cultural political economic significance of the physical "brick and mortar" independent record store in the digital era. The research was built upon two critical frameworks -- the political economy of communication and critical cultural studies.
The political economy of communication situated the independent record store within the dominant music industry, and was concerned with the corporate structuring and standardization of music culture. The study analyzed the extreme market concentration involving the "big four" major record labels (in terms of vertical and horizontal integration, diversification and product synergy), their interconnectedness to the major corporate music retailers, and the implications for the manufacturing of popular musical artists. The independent record store (to varying degrees) counters these tendencies by offering greater cultural diversity in terms of "independent," local, used and obscure music. However, the independent record store is influenced by the policies and practices of the major label system, distribution channels, big box chain retailers, and on-line commerce. The study examined the dominant industry policies and practices, including buying (centralized versus localized), music as a loss leader, co-op advertising, retail "payola," retail censorship, and the overall range of musical diversity, vis-à-vis the practices and semi-autonomous nature of the independent record store.
This project was equally invested in the cultural aspects of the independent record store in terms of communities and scenes. Various subcultures gather and connect with each other at independent record stores, where anti-corporate and counter-hegemonic narratives circulate, and individuals learn about the depths of musical history and culture. This project explored the physical atmosphere and vernacular culture associated with the stores, as well as the cultural significance of vinyl record collecting. However, these cultural attributes are framed in terms of the harvesting of commodification, where the perception of "independence" is rendered problematic in terms of the economic realities associated with the logic of capital.
The primary ethnographic field sites for this study included the House of Records in Eugene, Oregon; Music Millennium in Portland, Oregon; and Amoeba Music in San Francisco, California. Numerous specialty independent record stores within these geographic areas were also included in the study.
Committee in charge: Janet Wasko, Chairperson, Journalism and Communication;
Carl Bybee, Member, Journalism and Communication;
Leslie Steeves, Member, Journalism and Communication;
Julianne Newton, Member, Journalism and Communication;
Douglas Blandy, Outside Member, Arts and Administration
en_US
University of Oregon
University of Oregon theses, School of Journalism and Communication, Ph. D., 2010;
Independent record stores
Music industry
Indie culture
Subcultures
Music retail
Music stores
Record stores
Music
Entrepreneurship
Communication
Economics
Mass communications
Exiled records and over-the-counterculture: A cultural political economic analysis of the independent record store
Cultural political economic analysis of the independent record store
Thesis

Steen, Sarah L., 1973-
2010-02-09T00:05:56Z
2010-02-09T00:05:56Z
2009-12
http://hdl.handle.net/1794/10186
xii, 169 p. : ill. (some col.), maps. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This thesis examines the possibility of a broader approach to the concept of
"context" within the practice of historic preservation by producing a more inclusive
model for preservationists to use in reading dynamic cultural and environmental systems.
The industrial landscape of Astoria, Oregon with its buildings and ruins of once dominant
fishing and canning industries serves as a case study to explore this idea. The author
examines late 19th century and early 20th century industrial development in terms of
cultural influx, industrial landscape development, and vernacular architecture. This thesis
explores how the landscape has responded to influences such as economic shift,
environmental change, migrant populations, and technology, and how cultural landscapes
and the natural environment combine to form a distinct human geography as reflected in architectural and material remains. Many of the issues raised are specific to maritime,
west coast, and extractive industrial settlements.
Committee in Charge: Dr. Susan Hardwick, Chair;
Shannon Bell
en_US
University of Oregon
University of Oregon theses, Interdisciplinary Studies Program: Historic Preservation, M.S., 2009;
Industrialization -- Oregon -- Astoria -- History -- 19th century
Industrialization -- Oregon -- Astoria -- History -- 20th century
Industrial development
Astoria (Or.) -- History -- 19th century
Astoria (Or.) -- History -- 20th century
Expanding Context: A Look at the Industrial Landscapes of Astoria, Oregon, 1880- 1933
Thesis